How English Teachers Learn in Indonesia: Tension between Policy-Driven and Self-Driven Professional Development

Autor/inn/en	Utami, I. G. A. Lokita Purnamika; Prestridge, Sarah
Titel	How English Teachers Learn in Indonesia: Tension between Policy-Driven and Self-Driven Professional Development
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 29 (2018) 2, S.245-265 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Faculty Development; Foreign Countries; Teaching Methods; Teacher Attitudes; Preferences; Networks; Computer Mediated Communication; Educational Policy; Case Studies; Action Research; Online Courses; Electronic Publishing; Independent Study; Indonesia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Computerkonferenz; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Projektforschung; Online course; Online-Kurs; Elektronisches Publizieren; Selbststudium; Indonesien
Abstract	Professional Development (PD) and Professional Learning (PL) are established terms which are used interchangeably but theoretically have notable differences. The former is formally and externally designed while the latter is more informal and self-directed. These differing characteristics have not been observed in the context where PD is normally governed by government policy. As such, there is little to no research on Indonesian English teachers' practice, preferences and dispositions for PD or PL. A qualitative study was conducted involving four English teachers from Indonesia who demonstrated active participation in professional development and professional learning activities. Developmental interviews were the main source of data. The study showed distinct variance in these teachers' preference and action for PL through online networks, self-chosen PD and knowledge-sharing interactions with their colleagues. The study observed "compliant dispositions" and "indifferent dispositions" towards school PD policy. The study suggests the need to shift compliancy and policy measures from formal school based professional development to include online professional learning opportunities that the teachers initiate, with the integration of both approaches needing further research and development. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570; http://journal.teflin.org/index.php/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01